BSBLDR812 - Develop and cultivate collaborative partnerships and relationshipsCandidate Assessment ToolSTUDENT NAME:STUDENT ID:ASSESSOR NAME:UNIT CODE AND TITLE:BSBLDR812 -...

BSBSTR801
Lead Innovative thinking and practice 
Candidate Assessment Tool
    STUDENT NAME:
    
    STUDENT ID:
    
    ASSESSOR NAME:
    
    UNIT CODE AND TITLE:
     BSBSTR801 - Lead Innovative thinking and practice
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
    Student Signature:
    _________________________________
    Date:
    _____________________
    Assessment received by Greenhill Institute Staff
    
    
    
Name:
    
    Signature:
    
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handed on:    
Unit code and title: BSBSTR801 - Lead Innovative thinking and practice
About this booklet
This Candidate Assessment Tool has been designed for students undertaking face-to-face mode of study to provide information before they undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit.
Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor.
The Candidate Assessment Tool contains two (2) parts:
PART 1: Assessment information: This part contains information on the assessment for this unit of competency and how an assessment will be conducted throughout this unit to achieve the competency. It includes:
· Application of the unit of competency
· Purpose of assessment
· Elements, performance evidence and knowledge evidence requirements of the unit
· Conditions, context, required resources and location of the assessment

· Assessment tasks
· Outline of evidence to be collected

· Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks: This part contains the information to undertake the assessment task successfully. In each assessment task, students will find the following information:
· Task instructions
· Role play/Practical Demonstration information
· Information on resources required, where applicable.

PART 1
    Assessment Information
Application of the unit of competency:
This unit describes the skills and knowledge required to generate, lead and sustain innovative organisational thinking and practice.
The unit applies to individuals who initiate and lead innovation in any industry or community context. Each organisation’s thinking and practice will be different depending on its core business, purpose, size, complexity and broader operating context.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBSTR801 – Lead Innovative thinking and practice.
Performance evidence:
Evidence of the ability to:
· lead at least one innovative thinking and practices for an organisation or work area.
· research, review and analyse trends in thinking and emerging practices as they relate to an organisation’s current thinking and practices
· develop capacity to lead innovative thinking and practice in an organisational context.
Knowledge evidence: 
To complete the unit requirements safely and effectively, the individual must:
· current and past theories and thinking about innovation
· creative thinking techniques
· personal leadership style
· methods to promote knowledge transfer and sustainable innovative activities
· innovative practices, processes, products and services
· strategies to foster workplace culture of innovation
· systems and processes that support innovation
· barriers and risks to innovation
· internal and external factors that impact innovation
· strategies for identifying, assessing and managing risks associated with innovation.
Context and conditions for assessment:
To comply with the assessment conditions of this unit:
· Skills for this unit of competency will be demonstrated in Greenhill Institute classroom/Computer lab located at Level 1, 212 King Street Vic 3000 
· You will have access to suitable facilities, equipment and resources, including template documentation, policies and procedures to undertake the assessment tasks for this unit of competency. (refer appendix 1)
Resources required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit:
•    Computer with internet connection to refer to various programs such as MS word, MS excel, MS PowerPoint or any other recognised software program.
•    Candidate Assessment Tool.
•    Greenhill Institute Learners’ resources for the unit BSBSTR801 - Lead Innovative thinking and practice
Clustering/holistic assessment: 
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient and valid) prior to entering results into the competency record sheet. 
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Greenhill Institute Re-Assessment Policy and Greenhill Institute Course Progress Policy. 
    Assessment tasks
    Assessment description
    Location of assessment
    Assessment Task 1 (AT1):
· Knowledge Test
    Students are required to complete the knowledge test to be deemed competent. The learners are required to answer in brief. They must answer all the questions correctly to be marked satisfactory.
    RTO training campus
    Assessment Task 2 (AT2): 
· Written Report 
    This assessment is case study-based assessment, where you are required to read the brief provided answer the questions at the end of this task and presentation. 
    RTO training campus
    Assessment Task 3 (AT3): 
· Written Report and presentation
    This assessment is case study-based assessment, where you are required to read the brief provided answer the questions at the end of this task and presentation. 
    RTO training campus
Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified by your trainer/assessor. This will demonstrate that you have all the required skills and knowledge for this unit. 
Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your assessor willensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic. 
    Assessment Task 1 (AT1):
· Knowledge Test
    · Answer all questions correctly in the Written Knowledge Questions and submit to your assessor electronically.
· Complete and sign the cover sheet for assessment task
    Assessment Task 2 (AT2):
Written Report 
    · Answer all questions correctly in the Case study after reading the brief provided and submit it to the Assessor electronically.
· Complete and sign the cover sheet for assessment task.
    Assessment Task 3 (AT3):
· Written Report and presentation
    · Answer all questions correctly in the Case study after reading the brief provided and submit it to the Assessor electronically.
· Complete and sign the cover sheet for assessment task.
· Presentation demonstrated at a date and time specified by the Assessor.
You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify. 
The assessments are intended to be equitable, fair and flexible.
Submission of assessment: 
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
· Your assessor will mark the submitted assessment, provide feedback to you and complete the comments section against each task, where applicable. 
· ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed.
· You must submit all assessments on or before the due date specified by the assessor as per the training plan. 
· Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing. 
· You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
· Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable. 
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the Training Manager. 
Assessors will check that you have completed the signed student declaration prior to filling out the assessment sheet. 
Retaining assessment records:
Greenhill Institute will securely retain all completed student assessment items for each student for a period of six months from the date on which the judgement of competence for the student was made. Greenhill Institute will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years. 
The assessor will ensure that the student records are securely retained and stored in accordance with the Greenhill Institute record control policy accessible by the Student Administration Officer. 
Assessment outcomes: -
For unit of competency: 
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience). 
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Greenhill Institute Re-Assessment Policy and Greenhill Institute Course Progress Policy.
For assessment task: 
There are two assessment outcomes for tasks.  S = Satisfactory and NS = Not Satisfactory. 
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria. 
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Greenhill Institute Re-Assessment Policy and Greenhill Institute Course Progress Policy. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You can request a copy of your records (results or attendance progress) by contacting the student administration or assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor. 
Reasonable adjustments and special learning needs:
Greenhill Institute works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and LLN assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment.
Any adjustments made must: 
· be discussed, agreed and documented in the assessment record
· benefit the student 
· maintain the integrity of the competency standards and course requirements as stipulated in the training package
· be reasonable to expect in a workplace.
Reasonable adjustment may consist of: 
· providing additional time for students to complete learning and assessment tasks
· presenting questions orally for students with literacy issues
· asking questions in a relevant practical context
· using large print material
· extending the course duration
· Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures available in Greenhill Institute Website.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment.
During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
Greenhill Institute considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Greenhill Institute Assessment Policy.
Note: Referencing is a way of acknowledging the source of information that a person uses to research your assignment. References should be provided whenever someone else’s words. Ideas or research is used. One should also provide references for any information used. Website, journals, Research paper, Blogs, article and any other online sources needs to be referenced.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course. 
Student Declaration:
I.............................................................................. (Student Name) have read and understand the information provided above and also understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with Greenhill Institute. I further declare that:
· All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred.
· Assessment work has not been copied or submitted for any other unit/course.
· I have taken proper care and effort to ensure my work has not been copied by another person.
· I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
· I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
      Student signature: ...............................................................    Date: ....../....../.......
PART 2
            Assessment tasks 
Assessment Task Cover Sheet Task 1 (AT1)
    Student details
    Student Name:
    
    Student ID:
    
    Assessment details
    Unit of Competency:
    BSBSTR801 - Lead Innovative thinking and practice
    Assessment Task 1:
    Knowledge Test
    Date of Submission:
    
    Assessment Outcome: ☐ Satisfactory    ☐ Not Satisfactory    
      Feedback:
    Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
    Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks
Check for plagiarism Software          ☐ Yes ☐ No
Check for copying/collusion             ☐ Yes ☐ No
Check for authenticity (own work)   ☐ Yes ☐ No 
Cheating or use of model answers   ☐ Yes ☐ No
    Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights.
    
Signature: .........................................................
    
Signature: ..................................
    
Date: .................................................................
    
Date: ........................................
Assessment task 1: Knowledge Test
Required documents and equipment:
· Computer with internet connection to refer to various programs such as MS word, MS excel, MS PowerPoint or any other recognised software program.
· Greenhill Institute Learners’ resources for the unit BSBSTR801 - Lead Innovative thinking and practice (organised by the trainer/assessor)
· Learner’s notes 
Instructions for students:
· This assessment will be conducted in Computer lab with access to the resources listed above.
· You must answer all knowledge questions as part of this assessment and submit answers in electronic copy.
The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
· Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
· Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
· When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
· You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
· You must answer all questions in the knowledge test assessment.
· Time allocated to complete this assessment is 4 hours.
· Complete and submit the assessment on the same day of the assessment.
· Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
· Completed assessment task with all questions answered.
· Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
· Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
    QUESTION NUMBER
    QUESTIONS
    Students response (to be completed by the assessor)
    Question 1:
    Outline a strategy to build a culture of innovation(100-120 words)
    ☐ S
☐NS
    Question 2:
    Explain 10 type of innovation model (50-70 words)
    ☐ S
☐NS
    Question 3:
    Discuss the following types of innovation (30-50 words each):
a. Incremental
b. Disruptive
c. Radical
    ☐ S
☐NS
    Question 4:
    Describe how new venture teams can contribute to innovative thinking (100-120 words)
 
    ☐ S
☐NS
    Question 5:
    What are the organisational benefits of innovation (80-100 words)
    ☐ S
☐NS
    Question 6:
    When would it be suitable to use the Delphi Method? (5-15 words)
    ☐ S
☐NS
    Question7:
    List any 3 current theories about innovation and compare it with the past theories about innovation (50-80 words)
    ☐ S
☐NS
    
Question8:
    Explain how theory and thinking on innovation and creativity can contribute to applied practice (50-80 words)
    ☐ S
☐NS
    
Question9:
    How leadership style impacts innovation in organisations, list 2 approaches that may encourage or inhibit innovation. (50-100 words)
    ☐ S
☐NS
    Question10:
    Discuss the benefits of innovation for organisational and industry. (50-100 words)
    ☐ S
☐NS
    Question11:
    Research and provide examples of the following innovation drivers  and enablers in an organization (30-50 words each):
· Intelligence drivers
· Technology drivers
· People drivers
· Customer drivers
    ☐ S
☐NS
    Question12:
    List any 5 factors that help innovation overcome barriers (5-7 words)
    ☐ S
☐NS
    Question13:
    Outline any 3 strategies for identifying, assessing and managing risks associated with innovation (100-120 words)
    ☐ S
☐NS
    Question14:
    What is Innovation Enablers provide example? (30-70 words)
    ☐ S
☐NS
    Question15:
    Describe the following mechanisms at system or process level that support innovative practices. Identify, introduce and promote innovative practices, processes, products and/or services according to audience and organisational requirements (100-150 words each)
Effective collaboration:
Open Innovation and the Innovation Ecosystem
Virtual tools
    ☐S
☐NS
    Question16:
    Explain in detail the design thinking process (30-50 words)
    ☐S
☐NS
    Question17:
    Innovation encompasses two established activities (30-50 words)
    ☐S
☐NS
    Question18:
    Explain the term of semiradial innovation and disruptive technologies are (30-50 words)
    ☐S
☐NS
    Question19:
    Identify and describe what is one of the two most common mistakes companies make while undertaking innovation process. .  Identify, assess and provide relevant resources for innovation processes (100-200 words)
    ☐S
☐NS
    Question20:
    Identify and describe what is one of the critical things to do during design and implement innovation measurement systems (150-200 words)
    ☐S
☐NS
    Question21:
    Explain what is one of the consequences of overusing incentive systems. (20-30 words)
    ☐S
☐NS
    Question22:
    Identify and describe what can management do to stir up innovation. (30-50 words)
    ☐S
☐NS
    Question23:
    As a leadership team identify and describe the three initial activities in order to set the context for any change to innovation.(30-70 words)
    ☐S
☐NS
    Question24:
    Discuss typical challenges and barriers to innovation within an organisation and ways of overcoming these challenges and barriers.(20-30 words)
    ☐S
☐NS
    QUESTION NUMBER
    QUESTIONS
    Question 1:
    Outline a strategy to build a culture of innovation (100-120 words)
    
    The strategy of building a culture of innovation can be responded with an effective communication Strategies and the implementation of the strategies effectively. The transformation and the atmosphere of Change management in the organisation is an effective contemplation about the building a culture of innovation in the organisation. The effective environment of sharing ideas and giving the employees the independent to think and introduce their creativity in the organisation can effectively build a culture of innovation. As because innovation is a product of creativity the creative aspects of the employees is very much important. Thereby the workplace with a democratic and more independent culture can effectively be a proper aspect for building a culture of innovation.
    Question 2:
    Explain 10 type of innovation model (50-70 words)
    
    The 10 types of innovation model are
    Question 3:
    Discuss the following types of innovation (30-50 words each):
d. Incremental
e. Disruptive
f. Radical
    
    · The incremental innovation model is the innovation model that helps in the expansion of the business of the organisation. As the name suggest incremental innovation model helps in the increment of the productivity as well as increment of the entire scenario in the organisation that helps to established a proper culture of innovation in the organisation.
· Disruptive innovation model is innovation model that creates are active aspects in the organisation. It gives a competitive edge off to the company for effectively competing in the present business scenario. It is also important to notice about the contextual elements of the disruptions because of the innovation in the industry.
· Radical innovation model is more logical and gives the logical sequence of understanding about the innovation. It also helps in a proper maintenance and a systematic process that are relevant for understanding the entire processor and the entire innovation.
    Question 4:
    Describe how new venture teams can contribute to innovative thinking (100-120 words)
 
    
    The new venture teams can effectively contribute towards the innovative thinking by effectively showing their creativity how to enhance the effectiveness of a particular scenario within a given a resource. Innovation not only means effectiveness and efficiency but it also means that the cost is minimised and it is effective in the sense that the minimization of the cost helps the organisation to get more resources that can be effective for the organisation to realise maximum profit. The new...